Simpedia

Robin Keehn, Washington

You ask a question that I imagine all of us have pondered during our career as a Simply Music Teacher.  I often get asked about offering SM in a school setting where there is no coach or in an after school program where parents will not be able to attend.  I also get asked at our studio if we can make an exception and take a student without a coach.

Having made an occasional exception in the past and also having had one parent in particular, stop attending her daughter’s lessons regularly (which ended very badly), I can tell you that it is guaranteed to be a short-term relationship.   There is just no way that a child can maintain a long-term relationship and it will fall apart, perhaps sooner than later in most cases.

I don’t see this as giving these students a chance.  Rather, I see it as a disadvantage.  They are going to try for a few months or maybe a year and then they are going to decide that they don’t like piano.  They will drop out and in their mind they will have decided that they aren’t good at it or they don’t like it and they will never play again.  The opportunity for them to have music as a lifelong companion (and perhaps that will only apply to piano or it could be any instrument), has vanished.

I insist that students come with a coach.  I would rather wait a year or two and have the parent attend and realize the potential because the student has that critical parental involvement and support than make a concession that will inevitably result in a fail.

I have never ever had a success when I take a student without a coach.  I have had advanced students who I’ve allowed to “drop” their coach but only one or two and those students had been with me for a number of years and were exceptional.

My advice is not to do it, Kylie.  You might feel bad about not taking them but you are going to feel much worse when you take them and then see them quit.

Kevin M., California

I agree 100% with what Robin said; over the years I have seen the exact same results. The one thing I would add when a parent cannot attend they have asked if the Nanny, or babysitter can be the life coach. This has worked out well for me. The most important thing of course is the set up conversations. The nanny has to be 100% committed to work with the child at home. Watching the video with them the day of the lesson, managing the practice time and play list, and making sure the parent know exactly what is happening with the practice time play list etc.. For the Nanny they get to learn to play the piano for free with the child it’s a great selling point. It is important to keep an open line of communication with the parents and Nanny as well.

Some parents have complained saying they are not musical and how will they know if their child is playing the songs correctly? I tell them they can listen to the audio recording and tell if the song is correct, or if the child is rushing through the song, again it is all about open communication. As long as the Nanny, parent teacher and students are all on the same page and understand their roles, it has worked out beautifully for me and my students. When the student gets to the end of their level and we have our playlist concert often times the parents can get away and attend, or the Nanny can video the concert and the parents can see how well their child is progressing. In all the years I have been teaching I have never had a child without a committed life coach be successful.

Sandy L. US

Along these lines of not taking any children without a coach, is there an age, or some other criterion, at which you drop that requirement?  Obviously, adults who enroll for lessons…but sometimes students are starting piano in their teens, even as old as 16 or 17.  At what point do you say they can come to lessons alone and manage their own coaching situation?  So far, from what I have seen, I am thinking the guideline that might be most workable is when they are the one paying for their own lessons every month and their own SHMs.  As long as someone else is footing the bill, a life coach is needed…?  Is this too strict?  Are there better/different criteria?

David B., Australia

I have taught Simply Music in schools, very successfully, for the last 10 years. My personal experience has been very different from what Robin and Mark have experienced. I agree that it is not ideal, but I have proven that it is do-able and it is definitely worth pursuing. I am always encouraged by Neil’s story of what was achieved at the Bowling Green Academy.

Because the coaches are not present, it requires a bit more effort on my part to maintain the student’s progress, but for me, that is far outweighed by being able to teach through the daytime, and thereby limit the number of hours I need to teach in the evenings. I currently teach 30 students during school hours, spread over 5 mornings a week, in 3 different schools. Some are in groups and some in private lessons.

These students are establishing long-term relationships and have had lessons for several years. Because the coach is not present, there are a number of things I do differently. I have the students write slightly more detailed notes, I teach smaller doses, I contact the parents regularly either by phone or email, I insist (even more strongly than usual!) that the student and parent use the videos correctly and consistently. It has been my experience that the students who learn at school progress a little more slowly than those in my home studio, but they do progress and they are great ambassadors for SM.

Teaching this way obviously doesn’t give the students the full benefit of the program, but it opens up the opportunity for so many people to experience the joys of Simply Music, who probably would not have the chance otherwise.

However, I make a very clear distinction between what I agree to work with in the school situation and what I require in my home studio! Students know that if they change to after school lessons at my studio, then the parent must attend.

Prue M., Australia

I began teaching Simply Music during the day in a local primary school at the start of the term (so limited experience in this context) and have most parents attending classes. At the information sessions I emphasized the necessity of having a parent/coach attend, but did indicate that I understood that this was not always possible.  I was encouraged by talking to David B. who has years of experience of working in schools.  (Thanks David!)  I use the stool analogy with the families and explain that success will only come if the coach, student and myself are fully committed.   I have 3 students in each half hour group and rotate the lessons so students don’t miss the same time each week. Parents usually let me know if they cannot attend – a courtesy which is encouraged.  I keep an attendance record of parents so I can follow up if necessary!  If a parent does not attend for a couple of weeks, I will ring for an explanation – and so far they have been apologetic and keen to attend as they realize that teaching from the video is not as easy as it looks!

I agree that parent attendance is in direct correlation with student progress, but having said that there are always exceptions and each case can be looked at on its own merits.  For example I have a Grade 6 student who lives with her Dad who is not interested in her playing piano. However her mother, who lives over an hour’s drive away, is very supportive although does not attend lessons. This student is highly self motivated and I have been delighted with her progress. On the other hand I have students whose parents attend regularly, but they still don’t seem to be practicing at home, so progress is much slower.

In an ideal world, parents would be available to attend every lesson, but I am happy with the balance I have achieved with attendance expected, but absences understood – and a good relationship with the families is essential!

Robin Keehn, Washington

I have had two teenagers in past years that I agreed to take without coaches.  Both were seniors in high school and, as motivated as they seemed to be and as excited as they were, one lasted about four months and the other just a bit longer.

Having my own kids who are all teenagers (or just about) now, I really understand that my teenage piano students need coaches just as much as the younger students.    All of my teenagers attend with coaches.  I would say that the participation from coaches looks a bit different but what I am really looking for is support for the student.   Those older kids have so many other obligations and pressures and since piano isn’t graded and it isn’t required, it will be the first thing to go when life gets too busy.  Having a supportive coach there to say, “Jessica, you told me how important this is to you and so even though you are feeling like you don’t have time to keep going, I am going to help protect your practice time so that you can achieve your goals”  is really powerful.

All of my teenage students have been my students for at least four years and the coaches are very well trained and on board.    They may not sit with their child (usually right behind them) and I’m not having students teach their parents as they did when they started lessons, but they are still observing the peaks, valleys and plateaus and supporting their student through the process.

I have given parents an occasional week off in the past.   I have done this in one case in particular where mom was very ill and her son, (in a private lesson) was dropped off.  She missed two weeks and in those two weeks we had a major breakthrough with improvisation.  I saw that this boy had been inhibited with his mom in the room and loosened up when she wasn’t there.  I called her and gave her an additional week off.  When she returned, we continued forward and seemed to have gotten past that initial issue.

I hope that is helpful.  As for adults, they provide coaching to each other and I encourage them to trade phone numbers and emails at the second class and to support each other.